Young Faculty in the Twenty-First Century

Description

Young faculty are the future of academia, yet without attractive career paths for young academics, the future of the university is bleak. Featuring case studies from Brazil, China, France, Germany, India, Norway, Portugal, Russia, South Africa, and the United States, Young Faculty in the Twenty-First Century is the first book to analyze issues facing early-career higher education faculty in an international context. The contributors discuss how young academics are affected by contracts, salaries, the structure of careers, and institutional conditions. The analyses cover the full spectrum of the academic profession, including part-time jobs and short-term contracts, both in public and private institutions. The book also addresses what universities must do in order to attract young, qualified candidates.
List of Illustrations
Acknowledgments

Introduction: The Logic and Organization of the Book

1. Building an Academic Career: A Twenty-First Challenge
Philip G. Altbach

2. Brazil: Opportunities and Challenges for the New Generation in a Diverse Academic Environment
Elizabeth Balbachevsky

3. Conditions and Opportunities for New Faculty in Higher Education in Mainland China
Qi Wang, Yi Li, and Nian Cai Liu

4. France: Long Waiting Lists Despite Minimally Attractive Academic Positions
Christine Musselin

5. Entering Academia: Realities for New Faculty in German Higher Education
Barbara M. Kehm

6. Entering an Expanding Academia: The New Generation Faculty India
N. Jayaram

7. The Academic Career System in Norway
Svein Kyvik

8. Young Doctorates in a Fast-Changing Higher Education System: The Case of Portugal
Hugo Horta and Sandra Hasanfendic

9. The University Sector in Russia: Young Romantics and Losers Welcome?
Maria Yudkevich

10. Challenges and Opportunities for New Faculty in South African Higher Education
Chika Sehoole and Emmanuel Oluseun Ojo

11. “Do I Still Want to be a Professor and, If So, Can I?” Entering the American Academic Profession in the First Decade of the Twenty-First Century
Martin J. Finkelstein

12. Future Prospects for Young Faculty Across the Academic World: A global Comparison and Assessment
Martin J. Finkelstein, Kevin W. Inglesias, Anna Panova, and Maria Yudkevich

Contributors
Index

Sujets

• Tertiary education

Informations

• Publié par: State University of New York Press
• Date de parution: 16 mars 2015
• Nombre de lectures: 0
• EAN13: 9781438457284
• Langue: English

Extrait

Young Faculty in the Twenty-First Century
SUNY series in Global Issues in Higher Education

Kevin Kinser, Jason E. Lane, Philip G. Altbach, and Ş. İlgü Özler, editors
Young Faculty in the Twenty-First Century
INTERNATIONAL PERSPECTIVES
Edited by
Maria Yudkevich
Philip G. Altbach
Laura E. Rumbley
Published by State University of New York Press, Albany
© 2015 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
www.sunypress.edu
Production, Diane Ganeles
Marketing, Kate R. Seburyamo
Library of Congress Cataloging-in-Publication Data
Young faculty in the twenty-first century : international perspectives / edited by
Maria Yudkevich, Philip G. Altbach, and Laura E. Rumbley.
pages cm. — (SUNY series in global issues in higher education)
Includes bibliographical references and index.
ISBN 978-1-4384-5727-7 (hardcover : alk. paper)
ISBN 978-1-4384-5728-4 (e-book)
1. College teachers—Employment—Cross-cultural studies. 2. College teaching—Cross-cultural studies. 3. Universities and colleges—Faculty—Cross-cultural studies. I. Yudkevich, Maria, editor of compilation. II. Altbach, Philip G., editor of compilation. III. Rumbley, Laura, editor of compilation. LB1778.Y68 2015 378.1’2—dc23 2014034932
10 9 8 7 6 5 4 3 2 1
Contents
List of Illustrations
Acknowledgments
Introduction: The Logic and Organization of the Book
Chapter 1
Building an Academic Career: A Twenty-First-Century Challenge
Philip G. Altbach
Chapter 2
Brazil: Opportunities and Challenges for the New Generation in a Diverse Academic Environment
Elizabeth Balbachevsky
Chapter 3
Conditions and Opportunities for New Faculty in Higher Education in Mainland China
Qi Wang, Yi Li, and Nian Cai Liu
Chapter 4
France: Long Waiting Lists Despite Minimally Attractive Academic Positions
Christine Musselin
Chapter 5
Entering Academia: Realities for New Faculty in German Higher Education
Barbara M. Kehm
Chapter 6
Entering an Expanding Academia: The New Generation of Faculty in India
N. Jayaram
Chapter 7
The Academic Career System in Norway
Svein Kyvik
Chapter 8
Young Doctorates in a Fast-Changing Higher Education System: The Case of Portugal
Hugo Horta and Sandra Hasanefendic
Chapter 9
The University Sector in Russia: Young Romantics and Losers Welcome?
Maria Yudkevich
Chapter 10
Challenges and Opportunities for New Faculty in South African Higher Education
Chika Sehoole and Emmanuel Oluseun Ojo
Chapter 11
“Do I Still Want to be a Professor and, If So, Can I?”
Entering the American Academic Profession in the First Decade of the Twenty-First Century
Martin J. Finkelstein
Chapter 12
Future Prospects for Young Faculty Across the Academic World: A Global Comparison and Assessment
Martin J. Finkelstein, Kevin W. Iglesias, Anna Panova, and Maria Yudkevich
Contributors
Index
Illustrations Figures Figure 2.1 Brazil, 2000 and 2011: Academic qualification of academic staff, public and private sectors Figure 7.1 Sectors of employment for PhD holders in Norway in 2009 Figure 8.1 Number of new PhDs and percentage of those obtained by women, 1970–2009 Figure 10.1 Share of permanent academic staff at public higher education institutions in South Africa with a doctoral qualification, by university classification, 2000–2007 Tables Table 2.1 Work conditions and academic experience by sector Table 2.2 Time, in years, elapsed between the conclusion of the first graduate program and the PhD program and the first position as an academic, by academic cohort* and type of institution Table 3.1 Graduate education enrollment in China (2000–2010, selected years) Table 3.2 Full-time university faculty in China (2000–2010, selected years) Table 4.1 University academic staff, 2010–2011 Table 4.2 Number of first positions opened (2004 to 2011) Table 4.3 Evolution of the average age of access to a position of maître de conferences (2001–2011) Table 4.4 Percentage of women recruited in the different cohorts and disciplines Table 5.1 Regular academic staff according to staff categories at German higher education institutions (2001–2010) Table 5.2 Average income for junior academic staff at German higher education institutions, in Euros (2011) Table 5.3 Careers of doctoral degree holders in Germany, according to sector, by percentage (2008) Table 5.4 Academic core staff at German and American universities according to status, by percentage (2010) Table 6.1 Growth of higher education in India, 1950/1951 to 2010/2011, selected years Table 6.2 Typology of Indian higher education institutions Table 6.3 Teaching staff relative to universities, colleges and students in India, 1950/1951 to 2010/2011, selected years Table 6.4 Distribution of teachers by position in Indian higher education, 2010/2011 Table 6.5 Salaries of assistant professors as of 1 September 2012 Table 7.1 Norwegian doctoral candidates 2003–2011, by field Table 7.2 Post-docs in Norwegian higher education institutions 2003–2011, by field Table 7.3 Academic staff in permanent positions in Norwegian public universities (including specialized university institutions) and university colleges in 2011, by rank Table 7.4 The age distribution (by percentage) of academic staff in Norwegian public universities (including specialized university institutions) and university colleges in 2011, by rank Table 7.5 Monthly entry salary for academic staff in Norwegian public higher education institutions, as of December 2012 Table 8.1 Public universities: Salary table for 2010 and 2011 (full time exclusive regime) Table 9.1 Faculty (academic and administrative positions) at Russian public higher education institutions (2009/2010) Table 9.2 Faculty by age at public higher education institutions (2011) Table 9.3 Graduation rates (with dissertation defense) from Russian doctoral programs (selected years, 2005–2010) Table 9.4 Enrollment rates in Russian doctoral programs (selected years, 2005–2010) Table 9.5 Extra payments and internal grants available from universities (percentage) Table 9.6 University resources and usage (last 3 years, percentage) Table 9.7 Reference groups for teaching (percentage) Table 9.8 Loyalty to profession ( Would you change your job to retain one outside university? (percentage) Table 9.9 Factors you find attractive at your work place (percentage) Table 9.10 Research productivity ( Please indicate whether you had publications and presentations during the last year—2011 ) (percentage) Table 9.11 Career expectations ( What changes might you expect in next 3 years? ) (percentage) Table 10.1 Headcount of instructional and research staff qualifications level by race and across all age groups 2010 Table 10.2 Headcount instruction and research staff members by age grouping between from 2005 and 2010 Table 10.3 Headcount of young faculty in South African universities according to type of institution Table 10.4 Headcount of young faculty in South African universities according to academic qualifications and type of employment Table 10.5 Headcount of young faculty in South African universities according to rank Table 11.1 Employment sector of doctorate recipients with definite post graduation US employment commitments, by broad field of study: Selected years, 1990–2010 Table 11.2 Median basic annual salary for doctorate recipients with definite post graduation plans for employment in the United States, by field of study and employment sector: 2010 (dollars) Table 11.3 Salaries of postsecondary teachers (mean and 25 th percentile) and non-academic professionals in five fields, and % academic differential, 2009 Table 12.1a Quantity and quality of demand, by higher education system characteristics Table 12.1b Quantity and quality of demand, by key country indicators Table 12.2a Supply of PhDs Table 12.2b Female participation Table 12.3 Quality of hiring Table 12.4 Country Profiles, by supply and demand indicators
Acknowledgments
This volume, and the research project from which it stems, is part of the continuing collaboration between the Laboratory for Institutional Analysis at the National Research University–Higher School of Economics, Moscow, and the Boston College Center for International Higher Education. The original idea for this work came from Professor Maria Yudkevich, vice rector for research at the Higher School of Economics, who was convinced that the challenges faced by Russian academics were not unique and that cross-national research would yield some useful insights. This project is a continuation of our earlier work on academic remuneration and contracts, which resulted in two publications: Philip G. Altbach, Liz Reisberg, Maria Yudkevich, Gregory Androushchak, and Iván F. Pacheco, eds. Paying the Professoriate: A Global Comparison of Compensation and Contracts (New York: Routledge, 2012), and Philip G. Altbach, Gregory Androushchak, Yaroslav Kuzminov, Maria Yudkevich, and Liz Reisberg, eds., The Global Future of Higher Education and the Academic